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How to Recognize Plagiarism

Practice: 1 of 10

Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: A nave mental model in Source: Merrinboer, J. J. van.

the context of computer programming is that a (1997).Training complex cognitive
computer is an intelligent system, and that giving skills.Englewood Cliffs, NJ: Educational
directions to a computer is like giving directions to a Technology Publications.
human being.

(A) One kind of mental model for the
computer is the nave model. A nave mental
model in the context of computer programming
is that a computer is an intelligent system. This
model is nave because giving directions to a
computer is like giving directions to a human
being.
(B) One kind of mental model for the
computer is the nave model. According to van
Merrinboer (1997), "A nave mental model in
the context of computer programming is that a
computer is an intelligent system, and that
giving directions to a computer is like giving
directions to a human being" (p. 145).

Reference: Reference:

Merrinboer, J. J. van. (1997). Training complex Merrinboer, J. J. van. (1997). Training complex
cognitive skills. Englewood Cliffs, NJ: cognitive skills. Englewood Cliffs, NJ:
Educational Technology Publications. Educational Technology Publications.

How to Recognize Plagiarism

Practice: 2 of 10

Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.
Original Source Material: In the traditional behavioral Source: Driscoll, M. P.
paradigm, feedback is the consequence of a response, (2000).Psychology of learning for
typically reinforcement for an appropriate behavior. instruction(2nd ed.). Needham Heights,
MA: Allyn & Bacon.

(A) Feedback is not conceived identically
among the various schools of thought in
instruction. "In the traditional behavioral
paradigm, feedback is the consequence of a
response, typically reinforcement for an
appropriate behavior" (Driscoll, 2000, p. 65).
(B) Feedback is not conceived identically
among the various schools of thought in
instruction. In the traditional behavioral
paradigm, feedback is the consequence of a
response. That response is typically
reinforcement for an appropriate behavior.

Reference:

Driscoll, M. P. (2000). Psychology of learning for

instruction (2nd ed.). Needham Heights, MA:
Allyn & Bacon.

How to Recognize Plagiarism

Practice: 3 of 10

Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: Instructional design theory
requires at least two components: methods for
facilitating human learning and development (which
are also called methods of instruction), and indications
as to when and when not to use these methods (which
I call situations). Although the term "context" has a
similar meaning in lay language and is often used in
education, not all aspects of the context influence
which methods should be used. Therefore, I use the
term "situation" to refer to those aspects of the context
that do influence selection of methods.
Source: Reigeluth, C. M. (1999). What
is instructional design theory and how is
it changing? In C. M. Reigeluth
(Ed.),Instructional-design theories and
models volume II: A new paradigm of
instructional theory. Mahwah, NJ:
Lawrence Erlbaum Associates.
(A) Two components must be present in an (B) Two components must be present in an
instructional design theory. The first component
is methods for facilitating human learning and
development. The second is those aspects of
the context that do influence selection of
methods, or the situation.
Reference:
Reigeluth, C. M. (1999). What is instructional
design theory and how is it changing? In C. M.
Reigeluth (Ed.), Instructional-design theories
and models volume II: A new paradigm of
instructional theory. Mahwah, NJ: Lawrence
Erlbaum Associates.
How to Recognize Plagiarism
Practice: 4 of 10
Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.
Original Source Material: If one were going to be
limited to a single method, then certainly the verbal
report from a respondent would be the choice. With
no other device can an investigator swing his
attention into so many different areas of substantive
content, often simultaneously, and also gather
intelligence on the extent to which his findings are
hampered by population restrictions.
(A) In gathering verbal reports from
subjects the investigator can swing his attention
into many different areas of substantive
content, and gather intelligence on the extent to
which his findings are hampered by population
restrictions.
instructional design theory. The first component
(methods) describes how human learning will
be supported, and the second component
(situation) describes when certain methods
ought to be used (Reigeluth, 1999).
Reference:
Reigeluth, C. M. (1999). What is instructional
design theory and how is it changing? In C. M.
Reigeluth (Ed.), Instructional-design theories
and models volume II: A new paradigm of
instructional theory. Mahwah, NJ: Lawrence
Erlbaum Associates.
Source: Webb, E., Campbell, D.,
Schwartz, R. & Sechrest, L.
(1966).Unobtrusive measures: Nonreactive
research in the social sciences. Chicago,
IL: Rand McNally.
(B) The advantages claimed for verbal
reports as a form of data gathering are that "an
investigator [can] swing his attention into so
many different areas of substantive content,
often simultaneously, and also gather
intelligence on the extent to which his findings
are hampered by population restrictions"
Reference:
Webb, E., Campbell, D., Schwartz, R. &
Sechrest, L. (1966). Unobtrusive measures:
Nonreactive research in the social
sciences.Chicago, IL: Rand McNally.
Practice: 5 of 10
Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.
Original Source Material: LCD [Learner-Centered
Design] thus extends existing design by (a) facing
comprehensive cognitive complexity as a central
concern, (b) extending design to the system's
information content, and (c) visualizing all users
(students, workers, consumers young and old) as
distributed learners seeking understanding.
(A) In explaining how he proposes to
extend the current view of design, Reeves
(1999) adds three primary components to
design, including fundamental emphasis on
human cognition, designing content equally with
interface, and considering everyone who will
use the design to be a learner.
Reference:
Reeves, W. (1999). Learner-centered design: A
cognitive view of managing complexity in
product, information, and environmental
design. Thousand Oaks, CA: Sage Publications.
(Webb, Campbell, Schwartz & Sechrest, 1966,
pp. 172-173).
Reference:
Webb, E., Campbell, D., Schwartz, R. &
Sechrest, L. (1966). Unobtrusive measures:
Nonreactive research in the social
sciences.Chicago, IL: Rand McNally.
Source: Reeves, W. (1999). Learner-
centered design: A cognitive view of
managing complexity in product,
information, and environmental
design.Thousand Oaks, CA: Sage
Publications.
(B) Learner-centered design expands
current design by acknowledging total cognitive
complexity as a core concern, expanding design
to the information content of the system, and
seeing all users as distributed learners who
seek understanding.
Reference:
Reeves, W. (1999). Learner-centered design: A
cognitive view of managing complexity in
product, information, and environmental
design. Thousand Oaks, CA: Sage Publications.
Practice: 6 of 10

Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: At this stage the reading Source: Dillon, A. (1994). Designing
strategy adopted by the reader depends on the usable electronic text: Ergonomic
particulars of the task. The tendency to 'get on with it' aspects of human information
seems firmly established in users of manuals and the usage.London: Taylor & Francis.
present sample reported moving freely from manual to
system in order to achieve their goal. Only three readers
manifested any tendency to read around an area or fully
read a section before moving on and even these
admitted that they would be tempted to skim, and tend
to get bored if they felt that they were not resolving their
problems and only read complete sections if all else
failed.

(A) Dillon (1994) summarizes research he
conducted to demonstrate that the readers of
technical documentation manuals do not read
those manuals in linear order. They are
impatient to be about their work, jump from the
text to the task and back, and only stop to read
in-depth if they have no other choice.
Reference:
Dillon, A. (1994). Designing usable electronic
text: Ergonomic aspects of human information
usage. London: Taylor & Francis.
(B) The readers of technical documentation
manuals do not read those manuals in linear
order. They are impatient to be about their
work, jump from the text to the task and back,
and only stop to read in-depth if they have no
other choice.
Reference:
Dillon, A. (1994). Designing usable electronic
text: Ergonomic aspects of human information
usage. London: Taylor & Francis.
Practice: 7 of 10

Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: Interactive multimedia Source: Schwier, R., & Misanchuk, E.
instruction brings mediated instruction from more than (1993). Interactive multimedia
one source to bear on an instructional problem which the instruction. Englewood Cliffs, NJ:
learner experiences as integrated (although sometimes Educational Technology Publications.
complex) medium. We can think of it in terms of many
single inputs, with one multi-channel output. The
instruction may contain motion images from a video disc,
computer animation, text screens, and sound from a
compact disk, for example, but the instruction is a
tapestry woven from these sources. The learner
experiences the tapestry, not the individual threads.

(A) Designers had realized by the mid-
1990s that the various forms of media,
previously viewed as separate, were put
together in multimedia instruction to form an
integrated experience for learners.
(B) Designers had realized by the mid-
1990s that the various forms of media,
previously viewed as separate, were put
together in multimedia instruction to form an
integrated experience for learners (Schwier &
Misanchuk, 1993).

Reference:

Schwier, R., & Misanchuk, E. (1993).Interactive

multimedia instruction. Englewood Cliffs, NJ:
Educational Technology Publications.

Discuss the conventions of an academic paper with regards to plagiarism.